Individualized Education Program (Iep) : Seton Hill University

SetonHillUniversity
INDIVIDUALIZEDEDUCATIONPROGRAM(IEP)
SchoolAge
Student'sName: AprilCMcdaniel
IEPTeamMeetingDate(mm/dd/yyyy): 8/30/2017
IEPImplementationDate(ProjectedDatewhenServicesandProgramsWillBegin): 8/31/2017
AnticipatedDurationofServicesandPrograms: 8/29/2018
DateofBirth: 12/8/1998
Age: 18
Grade: 9th
AnticipatedYearofGraduation: 2016
LocalEducationAgency(LEA): SetonHillUniversity
CountyofResidence: LuzerneCounty
NameandAddressofParent/Guardian/Surrogate:
Mr.ClintonKMcdaniel Phone(Home): 7125560317 Email(Home): cmcdaniel0317@home.iep
1518PennsylvaniaRoad Phone(Work): 7124559317 Email(Work):
Leaderton,PA18123 Phone(Cell):

NameandAddressofParent/Guardian/Surrogate:
Mrs.CarolHMcdaniel Phone(Home): 7125560317 Email(Home): cmcdaniel0317@home.iep
1518PennsylvaniaRoad Phone(Work): 7125559317 Email(Work):
Leaderton,PA18123 Phone(Cell):

OtherInformation:
May2014 8/30/2017 Page1of25

AprilCMcdaniel,SHU56317
TheLEAandparenthaveagreedtomakethefollowingchangestotheIEPwithoutconveninganIEPmeeting,asdocumentedby:
Date of Revision(s) Participants/Roles IEP Section(s) Amended

May2014 8/30/2017 Page2of25

IEPTEAM/SIGNATURES
TheIndividualizedEducationProgramteammakesthedecisionsaboutthestudentsprogramandplacement.Thestudentsparent(s),thestudentsspecialeducationteacher,andarepresentative
fromtheLocalEducationAgencyarerequiredmembersofthisteam.SignatureonthisIEPdocumentsattendance,notagreement.
Printed Name Role Signature
AprilCMcdaniel Student
CarolMcdaniel Mother
ClintonMcdaniel Father
GlennMChandler RegularEducationTeacher
DanelleLocke ResourceRoomTeacher

* TheIEPteammustinvitethestudentiftransitionservicesarebeingplannedoriftheparentschoosetohavethestudentparticipate.
** Ifthestudentis,ormaybe,participatingintheregulareducationenvironment
*** AsdeterminedbytheLEAasneededfortransitionservicesandothercommunityservices
****AteacherofthegiftedisrequiredwhenwritinganIEPforastudentwithadisabilitywhoalsoisgifted.
Oneindividuallistedabovemustbeabletointerprettheinstructionalimplicationsofanyevaluationresults.
Writteninputreceivedfromthefollowingmembers:
TransferofRightsatAgeofMajority
Forpurposesofeducation,theageofmajorityisreachedinPennsylvaniawhentheindividualreaches21yearsofage.Likewise,forpurposesoftheIndividualswithDisabilitiesEducationAct,the
ageofmajorityisreachedforstudentswithdisabilitieswhentheyreach21yearsofage.
May2014 8/30/2017 Page3of25

PROCEDURALSAFEGUARDSNOTICE
IhavereceivedacopyoftheProceduralSafeguardsNoticeduringthisschoolyear.TheProceduralSafeguardsNoticeprovidesinformationaboutmyrights,includingtheprocessfordisagreeing
withtheIEP.TheschoolhasinformedmewhomImaycontactifIneedmoreinformation.
SignatureofParent/Guardian/Surrogate:
May2014 8/30/2017 Page4of25

I.SPECIALCONSIDERATIONSTHEIEPTEAMMUSTCONSIDERBEFOREDEVELOPINGTHEIEP.ANYFACTORSCHECKEDAS"YES"MUST
BEADDRESSEDINTHEIEP.
Isthestudentblindorvisuallyimpaired?
Image
TheIEPmustincludeadescriptionoftheinstructioninBrailleandtheuseofBrailleunlesstheIEPteamdetermines,afteranevaluationofthestudent'sreadingandwriting
description
. not
checked
End of
image
description
.
Yes
skills,needs,andappropriatereadingandwritingmedia(includinganevaluationofthestudent'sfutureneedsforinstructioninBrailleortheuseofBraille),thatinstruction
inBrailleortheuseofBrailleisnotappropriateforthestudent.
Image

description
. checked
End
imageof
description
.
No

Isthestudentdeaforhardofhearing?
Image
TheIEPmustincludeacommunicationplantoaddressthefollowing:languageandcommunicationneeds;opportunitiesfordirectcommunicationswithpeersand
description
. not
checked
End of
image
description
.
Yes
professionalpersonnelinthestudentslanguageandcommunicationmode;academiclevel;fullrangeofneeds,includingopportunitiesfordirectinstructioninthestudents
languageandcommunicationmode;andassistivetechnologydevicesandservices.IndicateinwhichsectionoftheIEPtheseconsiderationsareaddressed.The
CommunicationPlanmustbecompletedandisavailableatwww.pattan.net
Image

description
. checked
End
imageof
description
.
No

Doesthestudenthavecommunicationneeds?
Image
StudentneedsmustbeaddressedintheIEP(i.e.,presentlevels,speciallydesignedinstruction(SDI),annualgoals,etc.)
description
. not
checked
End of
image
description
.
Yes
Image

description
. checked
End
imageof
description
.
No

Doesthestudentneedassistivetechnologydevicesand/orservices?
Image
StudentneedsmustbeaddressedintheIEP(i.e.,presentlevels,speciallydesignedinstruction,annualgoals,etc.)
description
. checked
End
imageof
description
.
Yes
Image

description
. not
checked
End of
image
description
.
No

DoesthestudenthavelimitedEnglishproficiency?
Image
TheIEPteammustaddressthestudentslanguageneedsandhowthoseneedsrelatetotheIEP.
description
. not
checked
End of
image
description
.
Yes
Image

description
. checked
End
imageof
description
.
No

Doesthestudentexhibitbehaviorsthatimpedehis/herlearningorthatofothers?
Image
TheIEPteammustdevelopaPositiveBehaviorSupportPlanthatisbasedonafunctionalassessmentofbehaviorandthatutilizespositivebehaviortechniques.Resultsof
description
. checked
End
imageof
description
.
Yes
thefunctionalassessmentofbehaviormaybelistedinthePresentLevelssectionoftheIEPwithaclearmeasurableplantoaddressthebehaviorintheGoalsandSpecially
DesignedInstructionsectionsoftheIEPorinthePositiveBehaviorSupportPlanifthisisaseparatedocumentthatisattachedtotheIEP.APositiveBehaviorSupportPlan
andaFunctionalBehavioralAssessmentformareavailableatwww.pattan.net
Image

description
. not
checked
End of
image
description
.
No

Other(specify):
May2014 8/30/2017 Page5of25

II.PRESENTLEVELSOFACADEMICACHIEVEMENTANDFUNCTIONALPERFORMANCE
Includethefollowinginformationrelatedtothestudent:
Presentlevelsofacademicachievement(e.g.,mostrecentevaluationofthestudent,resultsofformativeassessments,curriculum-basedassessments,transitionassessments,
progresstowardcurrentgoals)
Jon was administered the Woodcock-Johnson Tests of Achievement III in the areas of reading fluency, reading comprehension, math
calculation, math reasoning, and written expression by M. Retan, Special Education Teacher across 2 different days. Jon tried his best on all
subtests, but did state that math was his least favorite and that he did not like math. Standard scores ranged from 62-94 (the average range is
90-109). Jons reading fluency was his highest score. He was able to read smoothly and quickly. Reading fluency was in the average range for
his age. Passage comprehension standard score was an 88, which is in the low average range.
Writing fluency subtest standard score was an 84, which fell in the limited range. Observations of Jons writing sample during this subtest
were varied. Jon was able to compose simple sentences given three words and a picture fairly easily. He did not use capitalization or
punctuation in most of his sentences. However, he was able to construct simple sentences at an average rate with minimal effort. Spelling
subtest standard score was 79, which fell within the limited range. Jon tends to spell words just how they sound to him, and did so on the
subtest.
Jon reported prior to the testing that math was his least favorite subject and that he did not like to do math, especially without a calculator. Jon
achieved a standard score of 62 on the subtest for math calculation, and a 75 subtest score for applied problems. He was unable to subtract
with re-grouping or multiply other than a basic multiplication fact. He did not attempt to divide and stated that he did not know how to divide.
He was unable to complete any fraction problems either. His standard score for math calculation fell in the very limited range based on age
level norms. During the applied reasoning subtest, Jon did not use paper or pencil or any apparent strategy to solve the problems. He reported
that he did them in his head, and once he was unable to do that, he simply said he did not know. His score for math reasoning again fell in the
very limited range based on age level norms.
Presentlevelsoffunctionalperformance(e.g.,resultsfromafunctionalbehavioralassessment,resultsofecologicalassessments,progresstowardcurrentgoals)
Currently Jon is passing science with a 78 average and PE with a 97 average. He is failing social studies, math, and English/language arts. His
behavior is significant impacting his classroom performance and achievement. Ms. Calvo reported that when Jon took the recent Measures of
Academic Progress (MAP) test, she had given directions to the class to carefully read questions before clicking answers on the computer. Jon
immediately began to click answers indiscriminately. His score, of course, was lower than his fall score on the same measure. This is typical
of how Jons behavior often impacts his classroom performance.
Presentlevelsrelatedtocurrentpostsecondarytransitiongoalsifthestudent'sageis14oryoungerifdeterminedappropriatebytheIEPteam(e.g.,resultsofformative
assessments,curriculum-basedassessments,progresstowardcurrentgoals)
n/a
Parentalconcernsforenhancingtheeducationofthestudent
May2014 8/30/2017 Page6of25

II.PRESENTLEVELSOFACADEMICACHIEVEMENTANDFUNCTIONALPERFORMANCE(Continued)
Parentalconcernsforenhancingtheeducationofthestudent
Jon was referred for evaluation by his mother and teachers due to concerns about how his emotions and behaviors are impacting his ability to
access and progress in the general curriculum. Jon has difficulty controlling his anger; he often reacts impulsively when he is frustrated or
when he perceives he is being challenged. He will react both verbally and physically. Ms. Stark, Jons adoptive mother, provided information
concerning Jons background to the school when he enrolled in August. This is an expedited evaluation due to a disciplinary incident that led
to a recommendation for expulsion.
Howthestudent'sdisabilityaffectsinvolvementandprogressinthegeneraleducationcurriculum
Jons oppositional behaviors (related to his diagnoses of Episodic Mood Disorder, Impulse Control Disorder, Antisocial Personality Disorder,
and ADHD) often impact his daily performance, yielding very inconsistent and misleading grades and outcomes. These oppositional
behaviors, coupled with Jons difficulties with other functional behavior such as organizational skills, auditory short-term memory,
sequencing, and planning, significantly impact his ability to access and progress in the general curriculum consistently because his disruptive,
defiant, noncompliant, and sometimes aggressive behaviors often lead to stopping of instruction and/or Jons removal from the classroom
setting (by his own accord or at the direction of the teacher or administrator). These behaviors also interfere with his ability to establish and
maintain appropriate relationships with peers and adults. At times his behaviors interfere with the ability of others to access instruction. Jon
also displays some weak areas when writing. Writing is laborious for him due to his hyper flexibility in his finger joints and his need for
proprioceptive input. Jon responded extremely well on the assistive technology portion of the assessment.
Strengths
Jon appears to have most of the basic academic skills needed to be successful in the general education setting. He is able to complete many
tasks that he is interested in and willing to attempt.
Jon used his BIP pass to leave class on 6 occasions for an average of 15 minutes per outing. He was successful in calming himself, talking
through the issues, and returning to class
Jon was very calm during the OT evaluation and participated fully. Initially, he had his head on the table but quickly became engaged in
conversation and the assessment. Jons visual motor skills are higher than his chronological age. He also scored well overall on the Print Tool
assessment but has some weak areas when writing. Writing is laborious for him due to his hyper flexibility in his finger joints and his need for
proprioceptive input. Jon was very fidgety during the writing portion of the assessment. He changed postures and positions in his chair
frequently. He did extremely well on the assistive technology portion and was continuing with the device until he had to leave.
Academic,developmental,andfunctionalneedsrelatedtostudent'sdisability
May2014 8/30/2017 Page7of25

Jons functional behavior was assessed using a variety of methods including direct observations across times and settings; information from
parents, teachers and Jon himself via rating scales and interviews; review of behavioral data including referral reasons, times, and details and
anecdotal data.
The following information was obtained from observations that were conducted across small and large group and one-on-one sessions and
instructional, transition, and evaluative sessions:
Jon was observed with other seventh grade students during transition in the hallway. Jon came out of his classroom very hurriedly, bumping
into a student and continued to the locker area. He did not go to his locker, but stood in the hallway, as if waiting for something. He did not
talk with other students, including his brother. He ignored his brother when he was spoken to during this time.
Jon did not respond to the teachers in the hallway when asked to move on into class, rather he appeared not to hear them and then walked
slowly into the classroom after other students had cleared the hall. Upon entering the room, Jon sat at the side of the door, near the back, away
from many students. There was no interaction between Jon and the other students. He was interested in his notebook and did not seem to
notice that class was beginning. He got up and came to the doorway for a brief moment, as if he were looking for someone and then returned
to his seat. There was a substitute in the classroom and he did answer when the roll was called. He did not engage in any other conversation
that he observer noticed. Additionally, he did not begin the work, rather after he was given the assignment; he got up and left the room.
The observer followed him and observed him going to the STOP room. He went inside and said he needed to work in that room. He said there
was a substitute and he couldnt stay there, referring to the other classroom. After realizing the observer was watching him, he mumbled to
himself. The observer concluded the observation.
Jon was observed during a PE class as well. He entered the gym with other 7th grade students. He walked around while others were entering.
As the class began, Jon took part in the warm up activity. He did not talk to other students and tended to separate himself from the group. Jon
participated and responded appropriately when called on by the coach to do his part of the strength training. He completed the activities and
then walked along the stage for the remaining 10 minutes.
During an observation in the large group language arts setting, Ms. Calvo, the teacher, was using literacy circles (peer groups) to promote
student discussion. Students were called on to report their interpretations of what had been read. Jon was observed to be without a pencil and
had to get a pencil from Ms. Calvo. Within 5 minutes, he asked for another pencil. Jon dropped that pencil on the floor and did not attempt to
pick it up. When novels for reading were passed out, Jon placed his novel under his desk and put his head down. Ms. Calvo walked over to try
and engage Jon in the lesson. She spoke quietly to him, but Jon did not respond to the directions. He then attempted to engage another student
in conversation, but was ignored by the student. The teacher attempted to redirect Jon again to begin reading, but Jon put his head down once
more. He kept his head down for another 25 minutes.
May2014 8/30/2017 Page8of25

Jon was observed again during language arts and science and his off-task behaviors were tallied and compared to a typical student in each
class. Over 2 thirty-minute observations, Jon was observed to be on-task significantly more than the comparison student (Jon was off-task
only2-3 times in 30 minutes whereas the comparison student was off-task 12-16 times during the same time period).
Jon was seen on March 22 and 25, 2013 for a language evaluation. He was inquisitive as to the nature of the testing and rapport was not easily
established. He complained about the length of the testing and continually asked when he could leave. He also expressed at times that the
tasks were too hard or that he was tired. The second day of testing was difficult as he refused to cooperate several times finally resulting in his
mother removing him from to the room to address the issue. He returned and resumed testing, but did not put forth much effort.
Jon was very calm during the OT evaluation and participated fully. Initially, he had his head on the table but quickly became engaged in
conversation and the assessment. Jons visual motor skills are higher than his chronological age. He also scored well overall on the Print Tool
assessment but has some weak areas when writing. Writing is laborious for him due to his hyper flexibility in his finger joints and his need for
proprioceptive input. Jon was very fidgety during the writing portion of the assessment. He changed postures and positions in his chair
frequently. He did extremely well on the assistive technology portion and was continuing with the device until he had to leave.
May2014 8/30/2017 Page9of25

III.TRANSITIONSERVICES-Thisisrequiredforstudentsage14oryoungerifdeterminedappropriatebytheIEPteam.
IfthestudentdoesnotattendtheIEPmeeting,theschoolmusttakeotherstepstoensurethatthestudentspreferencesandinterestsareconsidered.
Transitionservicesareacoordinatedsetofactivitiesforastudentwithadisabilitythatisdesignedtobewithinaresultsorientedprocess,thatisfocusedonimproving
theacademicandfunctionalachievementofthestudentwithadisabilitytofacilitatethestudentsmovementfromschooltopostschoolactivities,includingpostsecondary
education,vocationaleducation,integratedemployment(includingsupportedemployment),continuingandadulteducation,adultservices,independentliving,orcommunity
participationthatisbasedontheindividualstudentsneedstakingintoaccountthestudentsstrengths,preferences,andinterests.
POSTSCHOOLGOALS-Basedonageappropriateassessment,defineandprojecttheappropriatemeasurablepostsecondarygoalsthataddresseducationandtraining,employment,and
asneeded,independentliving.Undereacharea,listtheservices/activitiesandcoursesofstudythatsupportthatgoal.Includeforeachservice/activitythelocation,frequency,projected
beginningdate,anticipatedduration,andperson/agencyresponsible.
ForstudentsinCareerandTechnologyCenters,CIPCode:
PostsecondaryEducationandTrainingGoal:Notapplicableduetostudent'sage MeasurableAnnualGoal
Image
description Image
description
. not
checked . not
checked
End of
image End of
image
description
. description
.
Yes/ No
(DocumentinSectionV)
CoursesofStudent:
Service/Activity Location Frequency Projected Anticipated Person(s)/Agency
Beginning Date Duration Responsible

EmploymentGoal:Notapplicableduetostudent'sage MeasurableAnnualGoal
Image
description Image
description
. not
checked . not
checked
End of
image End of
image
description
. description
.
Yes/ No
CoursesofStudent:

May2014 8/30/2017 Page10of25

III.TRANSITIONSERVICES(Continued)
IndependentLivingGoal,ifappropriate:Notapplicableduetostudent'sage MeasurableAnnualGoal
Image
description Image
description
. not
checked . not
checked
End of
image End of
image
description
. description
.
Yes/ No
CoursesofStudent:

May2014 8/30/2017 Page11of25

IV.PARTICIPATIONINSTATEANDLOCALASSESSMENTS
InstructionsforIEPTeams:
Pleaseselecttheappropriateassessmentoption.InformationonavailabletestingaccommodationsmaybefoundintheAccommodationsGuidelinesavailableonwww.education.state.pa.us.
StateAssessments
NotAssessed
Image
description
. not
checked
Nostatewideassessmentisadministeredatthisstudentsgradelevel
End of
image
description
.
Image
description
. checked
End of
NoEnglishproficiencyassessmentadministeredbecausethestudentisnotanEnglishLanguageLearner.
image
description
.
PSSA(Mathadministeredingrades3-8;Scienceadministeredingrades4and8;Readingadministeredingrades3-8;Writingadministeredingrades5and8;andELA*)
TestedSubject Without With AccommodationstobeProvided
Accommodations Accommodations
Image Image
.description
not
checked .description
Endchecked
of
Reading End of image
Smallgroupsetting
image description
.description .
One-on-onesetting
Extendedtime
MonitorTestResponse
ReadAloudDirections
Visual/GraphicOrganizers
Notetaker
Manipulatives
Image
description Image
description
. not
checked . checked
End of
Math End of image
Calculator
image
description description
.
.
Extendedtime
MonitorTestResponse
ReadAloudDirections
Smallgroupsetting
One-on-onesetting
Manipulatives
Notetaker
May2014 8/30/2017 Page12of25

IV.PARTICIPATIONINSTATEANDLOCALASSESSMENTS(Continued)

Image
description Image
description
. not
checked . checked
End of
Science
End of image
Calculator
image
.
.
Extendedtime
ReadAloudDirections
Smallgroupsetting
One-on-onesetting
MonitorTestResponse
Manipulatives
Notetaker
Image
description Image
description
. not
checked . checked
End of
Writing End of image
Keyboard,wordprocessor,orcomputer
image
.
.
MonitorTestResponse
Notetaker
One-on-onesetting
Smallgroupsetting
ReadAloudDirections
Extendedtime
Manipulatives
Image Image
.description
not
Endchecked
of
ELA* End of image
Extendedtime
image description
.description .
Keyboard,wordprocessor,orcomputer
Manipulatives
One-on-onesetting
Notetaker
MonitorTestResponse
ReadAloudDirections
Smallgroupsetting
*ELAwillreplacetheReadingandWritingPSSAsin2014-15forgrades3-8.
May2014 8/30/2017 Page13of25

KeystoneExam(Replacesthe11thgradePSSAinhighschool;Studentmustparticipateby11thgrade)
Image
description Image
description
. not
checked . not
checked
AlgebraI End of End of

image
description image
description
. .
Image
description Image
description
. not
checked . not
checked
Literature
End of End of

image image
.description .description
Image
description Image
description
. not
checked . not
checked
Biology
End of End of

image
description image
description
. .
KeystoneProjectBasedAssessment(AvailablewhenstudentisunabletodemonstrateproficiencyonaKeystoneExamorKeystoneExammodule.)
Image
description Image
description
. not
checked . not
checked

image
description image
description
. .
Image Image
.description
not
not
checked
Literature
End of End of

image image
Image
description Image
description
. not
checked . not
checked
Biology
End of End of

image
description image
description
. .
ValidatedLocalAssessment(AvailablewhenselectedasoptionbyLEA)
Image
description Image
description
. not
checked . not
checked

image
description image
description
. .
Image
description Image
description
. not
checked . not
checked
Literature End of End of

image
description image
description
. .
Image
description Image
description
. not
checked . not
checked
Biology
End of End of

image
description image
description
. .
May2014 8/30/2017 Page14of25

PASA(Administeredingrades3-8,11forReadingandMath;Grades4,8,11forScience)
Image
description
. not
checked
StudentwillparticipateinthePASA.
End of
image
.description
ExplainwhythestudentcannotparticipateinthePSSAortheKeystoneExamforReading/Literature,Math/Algebra1,Science/Biology,andComposition(TheCompositionexamwillbe
availableforthe2016-17schoolyear):
ExplainwhythePASAisappropriate:
Choosehowthestudent'sperformanceonthePASAwillbedocumented.
Image
.description
not
checked
End of
image
.description
Videotape(preferredmethod)
Image
description
. not
checked
End of
image
description
.
Writtennarrativenotes(requirespriorapprovalinaccordancewithPDEguidance)
ACCESSforELLs(AdministeredingradesK-12)
Domains Without With Unableto AccommodationstobeProvidedorRationaleforInabilitytoParticipateinSelectedDomains
Accommodations Accommodations Participate
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
Listening End of End of End of

image
description image
description image
description
. . .
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
Reading End of End of End of

image
description image
description image
description
. . .
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
Writing
End of End of End of

image image image
.description .description .description
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
Speaking End of End of End of

image
description image
description image
description
. . .
May2014 8/30/2017 Page15of25

AlternateACCESSforELLs(Administeredingrades1-12)
Image
description
. not
checked
StudentwillparticipateintheAlternateACCESSforELLs.
End of
image
.description
ExplainwhythestudentcannotparticipateintheACCESSforELLs:
ExplainwhytheAlternateACCESSforELLsisappropriate:
Domains Without With Unableto AccommodationstobeProvidedorRationaleforInabilitytoParticipateinSelectedDomains

Accommodations Accommodations Participate
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
Listening End of End of End of

image
description image
description image
description
. . .
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
Reading

image
description image
description image
description
. . .
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
Writing

image
description image
description image
description
. . .
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
Speaking End of End of End of

image
description image
description image
description
. . .
May2014 8/30/2017 Page16of25

LocalAssessments
Image
description
. not
checked
Localassessmentisnotadministeredatthisstudent'sgradelevel;OR
End
image of
description
.
Image
description
. not
checked
Studentwillparticipateinlocalassessmentswithoutaccommodations;OR
End of
image
description
.
Image
description
. checked
End of
Studentwillparticipateinlocalassessmentswiththefollowingaccommodations;OR
image
description
.
Jonwillparticipateinlocalgradelevelassessments.Jonwillhaveaccesstoanotetaker,testingone-on-one,ortestinginasmallgroupsetting.
Jonwillalsohaveextendedtimeifitisneeded.Jonwillhaveaccesstomanipulativeandacalculatorasappropriatetotheassessment.Jonwill
alsohaveaccesstoaquestionreaderwhowillreadthequestionaloudtoJon.Jonwillhaveaccesstoawordprocessingdeviceforthe
assessmentsthatwouldrequirewriting.Jonwillalsoqualifyformodificationtothetestwhenapplicable.
Image
description
. not
checked
Thestudentwilltakeanalternatelocalassessment.
End
image of
description
.
Explainwhythestudentcannotparticipateintheregularassessment:
Explainwhythealternateassessmentisappropriate:
May2014 8/30/2017 Page17of25

V.GOALSANDOBJECTIVES
Include,asappropriate,academicandfunctionalgoals.Useasmanycopiesofthispageasneededtoplanappropriately.Speciallydesignedinstructionmaybelistedwitheachgoal/objectiveor
listedinSectionVI.
Shorttermlearningoutcomesarerequiredforstudentswhoaregifted.Theshorttermlearningoutcomesrelatedtothestudent'sgiftedprogrammaybelistedunderGoalsorShortTermObjectives.
MEASURABLE ANNUAL GOAL Describe HOW the Describe WHEN periodic

Include: Condition, Name, Behavior, and Criteria student's progress toward reports on progress will be
(Refer to Annotated IEP for description of these components) meeting this goal will be measured provided to parents
Jonwillcomplywithadultdirectionswithoutsignsofverbaland/or Teacher/paraprofessionalwillcompletea Progresswillbeprovidedona
physicalaggression3outof5timesinaschoolday. dailydatacollectionsheet. bi-monthlybasis.
Report of Progress
GoalSpecificSDI
Jonwillcompletehiswork,inalocationthatisincloseproximitytotheteacheroradultsupport.
SHORTTERMOBJECTIVES-Requiredforstudentswithdisabilitieswhotakealternateassessmentsalignedtoalternateachievementstandards(PASA).
Short term objectives / Benchmarks Level of Achievement Method of Evaluation Report of Progress

May2014 8/30/2017 Page18of25

V.GOALSANDOBJECTIVES(Continued)

Jonwillengageinappropriatepeerinteraction4outof5 Jon'sgoalwillbemeasuredthrough Jon'sprogresstowardgoalwillbereportedbi
timesdaily observation. -weekly.
Report of Progress
GoalSpecificSDI
Jonwillreadsocialstoriesaboutinteractingwithotherpeers.Jonwillalsohaveasetofpeermentorsinhisdifferentclasses.

May2014 8/30/2017 Page19of25

V.GOALSANDOBJECTIVES(Continued)

Jonwillwritewordsusingcorrectspacing,formation,and Jonwilltakeawritingassessmentbi-weekly,the Parentswillbeupdatedon
connectionstoimprovelegibility,scoringatleast85%onthePrint assessmentwillbescoredusingThePrintTool Jon'sgoalsbi-weekly.
ToolsAssessment. rubric.
Report of Progress
GoalSpecificSDI

May2014 8/30/2017 Page20of25

VI.SPECIALEDUCATION/RELATEDSERVICES/SUPPLEMENTARYAIDSANDSERVICES/PROGRAMMODIFICATIONS
Include,asappropriate,fornonacademicandextracurricularservicesandactivities.
A.PROGRAMMODIFICATIONSANDSPECIALLYDESIGNEDINSTRUCTION(SDI)
SDImaybelistedwitheachgoaloraspartofthetablebelow.
Includesupplementaryaidsandservicesasappropriate.
Forastudentwhohasadisabilityandisgifted,SDIalsoshouldincludeadaptations,accommodations,ormodificationstothegeneraleducationcurriculum,
asappropriateforastudentwithadisability.
Modifications and SDI Location Frequency Projected Beginning Date Anticipated Duration

B.RELATEDSERVICES-Listtheservicesthatthestudentneedsinordertobenefitfromhis/herspecialeducationprogram.
Service Location Frequency Projected Beginning Date Anticipated Duration

CounselingServices SetonHillUniversity 2time(s)perWeekfor30 8/31/2017 8/29/2018
minutes/session
OccupationalTherapy SetonHillUniversity 2time(s)perWeekfor30 8/31/2017 8/29/2018
minutes/session
BehaviorIntervention SetonHillUniversity BIPwillbeimplemented 8/31/2017 8/29/2018
Program everyday,allday.
C.SUPPORTSFORSCHOOLPERSONNEL-Listthestafftoreceivethesupportsandthesupportsneededtoimplementthestudent'sIEP.
Noneatthistime.
D.GIFTEDSUPPORTSERVICESFORASTUDENTIDENTIFIEDASGIFTEDWHOALSOISIDENTIFIEDASASTUDENTWITHADISABILITY-Supportservicesarerequired
toassistagiftedstudenttobenefitfromgiftededucation(e.g.,psychologicalservices,parentcounselingandeducation,counselingservices,transportationtoandfromgiftedprogramstoclassrooms
inbuildingsoperatedbytheschooldistrict).
Noneatthistime.
May2014 8/30/2017 Page21of25

VI.SPECIALEDUCATION/RELATEDSERVICES/SUPPLEMENTARYAIDSANDSERVICES/PROGRAMMODIFICATIONS(Continued)
E.EXTENDEDSCHOOLYEAR(ESY)-TheIEPteamhasconsideredanddiscussedESYservices,anddeterminedthat:
Image
.description
not
checked
StudentISeligibleforESYbasedonthefollowinginformationordatareviewedbytheIEPteam:
End of
image
.description

OR
Image
.description
Endchecked
of
AsofthedateofthisIEP,studentisNOTeligibleforESYbasedonthefollowinginformationordatareviewedbytheIEPteam:
image
description
.
TheAnnualGoalsand,whenappropriate,ShortTermObjectivesfromthisIEPthataretobeaddressedinthestudent'sESYProgramare:
IftheIEPteamhasdeterminedESYisappropriate,completethefollowing:
ESY Service to be Provided Location Frequency Projected Beginning Date Anticipated Duration

May2014 8/30/2017 Page22of25

VII.EDUCATIONALPLACEMENT
A.QUESTIONSFORIEPTEAM-ThefollowingquestionsmustbereviewedanddiscussedbytheIEPteampriortoprovidingtheexplanationsregardingparticipationwithstudentswithout
disabilities.
Itistheresponsibilityofeachpublicagencytoensurethat,tothemaximumextentappropriate,studentswithdisabilities,includingthoseinpublicorprivateinstitutionsorothercarefacilities,
areeducatedwithstudentswhoarenotdisabled.Specialclasses,separateschoolingorotherremovalofstudentswithdisabilitiesfromthegeneraleducationalenvironmentoccursonlywhen
thenatureorseverityofthedisabilityissuchthateducationingeneraleducationclasses,EVENWITHtheuseofsupplementaryaidsandservices,cannotbeachievedsatisfactorily.
Whatsupplementaryaidsandserviceswereconsidered?
Visualschedules
FirstThenBoards
ChoiceBoards
SocialStories
Whatsupplementaryaidsandserviceswererejected?
TherapyPet
Explainwhythesupplementaryaidsandserviceswillorwillnotenablethestudenttomakeprogressonthegoalsandobjectives(ifapplicable)inthisIEPinthe
generaleducationclass.
Jonwillbeabletoworkbecausehemadethechoiceonwhatheisworkingon.Jonwillbeabletoseehisscheduleandmanipulateitashe
needsto.AsocialstorywillbeusedtotellJonwhatisexpectedofhimatschool.
Whatbenefitsareprovidedinthegeneraleducationclasswithsupplementaryaidsandservicesversusthebenefitsprovidedinthespecialeducationclass?
Choiceboards
First,Thenboards
socialstories
visualschedule
Whatpotentiallybeneficialeffectsand/orharmfuleffectsmightbeexpectedonthestudentwithdisabilitiesortheotherstudentsintheclass,evenwithsupplementaryaidsand
services?
Joncanbeviolentevenwithhissupplementalaids,hemayalsouseinappropriatelanguagethatwouldoffendotherstudents.
Towhatextent,ifany,willthestudentparticipatewithnondisabledpeersinextracurricularactivitiesorothernonacademicactivities?
Jonwillattendlunchandspecialswithhispeers,buthewillreceiverecesswithhisotherpeersasseenappropriate.
Explanationoftheextent,ifany,towhichthestudentwillnotparticipatewithstudentswithoutdisabilitiesintheregulareducationclass:
N/A
Explanationoftheextent,ifany,towhichthestudentwillnotparticipatewithstudentswithoutdisabilitiesinthegeneraleducationcurriculum:
N/A
May2014 8/30/2017 Page23of25

VII.EDUCATIONALPLACEMENT(Continued)
B.TypeofSupport
1.Amountofspecialeducationsupports
Image
description
. not
checked
Itinerant:Specialeducationsupportsandservicesprovidedbyspecialeducationpersonnelfor20%orlessoftheschoolday
End of
image
description
.
Image
description
. checked
End of
Supplemental:Specialeducationsupportsandservicesprovidedbyspecialeducationpersonnelformorethan20%ofthedaybutlessthan80%oftheschoolday
image
description
.
Image
description
. not
checked
Full-Time:Specialeducationsupportsandservicesprovidedbyspecialeducationpersonnelfor80%ormoreoftheschoolday
End of
image
description
.
2.Typeofspecialeducationsupports
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
End of
image End of
image End of
image
.description .description .description
AutisticSupport GiftedSupport MultipleDisabilitiesSupport

Image
description Image
description Image
description
. not
checked . checked
End of . not
checked
End of
image image
description End of
image
description
. . description
BlindorVisuallyImpairedSupport LearningSupport
.
PhysicalSupport
Image
description Image
description Image
description
. not
checked . not
checked . not
checked
End of
image End of
image End of
image
description
. description description
DeaforHearingImpairedSupport
.
LifeSkillsSupport
.
SpeechandLanguageSupport
Image
description
. checked
End of
image
.description
EmotionalSupport
C.Locationofstudent'sprogram
NameofSchoolDistrictwheretheIEPwillbeimplemented: SetonHillUniversity
NameofSchoolBuildingwheretheIEPwillbeimplemented: SHU_Primary_School
Isthisschoolthestudentsneighborhoodschool(i.e.,theschoolthestudentwouldattendifhe/shedidnothaveanIEP)?
Image
description
. checked
End of
image
description
.
Yes
Image
description
. not
checked
End of
image
.description
No
Image
description
. not
checked
Specialeducationsupportsandservicesrequiredinthestudent'sIEPcannotbeprovidedintheneighborhoodschool
End of
image
description
.
Image
description
. not
checked
Other.Pleaseexplain:
End of
image
description
.
May2014 8/30/2017 Page24of25

VIII.PENNDATAREPORTING:EducationalEnvironment(CompleteeitherSectionAorB;SelectonlyoneEducationalEnvironment)
VIII.PENNDATAREPORTING:EducationalEnvironment(Continued)
Tocalculatethepercentageoftimeinsidetheregularclassroom,dividethenumberofhoursthestudentspendsinsidetheregularclassroombythetotalnumberofhoursintheschoolday(including
lunch,recess,studyperiods).Theresultisthenmultipliedby100.
SECTIONA:ForStudentsEducatedinRegularSchoolBuildingswithNondisabledPeers-IndicatethepercentageoftimeINSIDEtheregularclassroomforthisstudent:
Timespentoutsidetheregularclassroomreceivingservicesunrelatedtothestudent'sdisability(e.g.,timereceivingESLservices)shouldbeconsideredtimeinsidetheregularclassroom.
Educationaltimespentinage-appropriatecommunity-basedsettingsthatincludeindividualswithandwithoutdisabilities,suchascollegecampusesorvocationalsites,shouldbecountedastime
spentinsidetheregularclassroom.
CalculationforthisStudent:
Column1 Column2 Calculation IndicatePercentage PercentageCategory
Totalhoursthestudent Totalhoursinatypical (Hoursinsideregularclassroom SectionA:Thepercentageof Usingthecalculationresult-
spendsintheregular schoolday(including hoursinschoolday)x100=% timestudentspendsinside selecttheappropriatepercentagecategory
classroomperday lunch,recess&studyperiods) (Column1Column2)x100=% theregularclassroom:
Image
.description
Endchecked
of
image
description
.
INSIDEtheRegularClassroom80%orMoreoftheDay
Image
description
6.00 7.50 (6.007.50)x100=% 80.00%oftheday

. not
checked
End of
image
description
INSIDEtheRegularClassroom79-40%oftheDay
Image
description
. not
checked
End
image of
description
INSIDEtheRegularClassroomLessThan40%oftheDay
SECTIONB:ThissectionrequiredonlyforStudentsEducatedOUTSIDERegularSchoolBuildingsformorethan50%oftheday-selectandindicatetheNameofSchoolorFacility
onthelinecorrespondingwiththeappropriateselection:(Ifastudentspendslessthan50%ofthedayinoneoftheselocations,theIEPteammustdothecalculationinSectionA)
Image Image

description
. not description
. not
checked
End of checked
End of
image
description image
description
.
ApprovedPrivateSchool(NonResidential)
.
OtherPublicFacility(NonResidential)
Image Image

description
. not description
. not
checked
End of checked
End of
image
description image
description
.
ApprovedPrivateSchool(Residential)
.
Hospital/Homebound
Image Image

description
. not description
. not
checked
End of checked
End of
image image
OtherPrivateFacility(NonResidential) CorrectionalFacility
Image Image

description
. not description
. not
checked
End of checked
End of
image
description image
description
.
OtherPrivateFacility(Residential)
.
OutofStateFacility
Image Image

description
. not description
. not
checked
End of checked
End of
image
description image
description
.
OtherPublicFacility(Residential)
.
InstructionConductedintheHome
EXAMPLESforSectionA:HowtoCalculatePennDataEducationalEnvironmentPercentages
Column1 Column2 Calculation IndicatePercentage
(Hoursinsideregularclassroomhoursin
Totalhoursthestudentspendsinthe Totalhoursinatypicalschoolday SectionA:Thepercentageoftimestudent
schoolday)x100=%
regularclassroomperday (includinglunch,recess&studyperiods) spendsinsidetheregularclassroom:
(Column1Column2)x100=%
Example1 5.5 6.5 (5.56.5)x100=85% 85%oftheday(Inside80%orMoreofDay)
Example2 3 5 (35)x100=60% 60%oftheday(Inside79-40%ofDay)
Example3 1 5 (15)x100=20% 20%oftheday(Insidelessthan40%ofDay)
Forhelpinunderstandingthisform,anannotated IEPisavailableonthePaTTANwebsiteatwww.pattan.netType"AnnotatedForms"intheSearchfeatureonthewebsite.Ifyoudonothave
accesstotheInternet,youcanrequesttheannotatedformbycallingPaTTANat800-441-3215.
May2014 8/30/2017 Page25of25

Individualized Education Program (Iep) : Seton Hill University

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Individualized Education Program (Iep) : Seton Hill University

Uploaded by

Copyright:

Available Formats

SetonHillUniversity

May2014 8/30/2017 Page1of25

Date of Revision(s) Participants/Roles IEP Section(s) Amended

May2014 8/30/2017 Page2of25

May2014 8/30/2017 Page3of25

May2014 8/30/2017 Page4of25

May2014 8/30/2017 Page5of25

May2014 8/30/2017 Page6of25

May2014 8/30/2017 Page7of25

May2014 8/30/2017 Page8of25

May2014 8/30/2017 Page9of25

May2014 8/30/2017 Page10of25

May2014 8/30/2017 Page11of25

Reading End of image

Math End of image

May2014 8/30/2017 Page12of25

TestedSubject Without With AccommodationstobeProvided

Writing End of image

ELA* End of image

May2014 8/30/2017 Page13of25

AlgebraI End of End of

AlgebraI End of End of

AlgebraI End of End of

Literature End of End of

May2014 8/30/2017 Page14of25

Listening End of End of End of

Reading End of End of End of

Speaking End of End of End of

May2014 8/30/2017 Page15of25

Domains Without With Unableto AccommodationstobeProvidedorRationaleforInabilitytoParticipateinSelectedDomains

Listening End of End of End of

Speaking End of End of End of

May2014 8/30/2017 Page16of25

May2014 8/30/2017 Page17of25

MEASURABLE ANNUAL GOAL Describe HOW the Describe WHEN periodic

May2014 8/30/2017 Page18of25

MEASURABLE ANNUAL GOAL Describe HOW the Describe WHEN periodic

May2014 8/30/2017 Page19of25

MEASURABLE ANNUAL GOAL Describe HOW the Describe WHEN periodic

May2014 8/30/2017 Page20of25

Service Location Frequency Projected Beginning Date Anticipated Duration

May2014 8/30/2017 Page21of25

May2014 8/30/2017 Page22of25

May2014 8/30/2017 Page23of25

AutisticSupport GiftedSupport MultipleDisabilitiesSupport

May2014 8/30/2017 Page24of25

6.00 7.50 (6.007.50)x100=% 80.00%oftheday

May2014 8/30/2017 Page25of25

You might also like