Christine Barber Shu56350 Iep 424396512 09 08 2018-749077690573

SCHOOL AGE INDIVIDUALIZED EDUCATION PROGRAM COVER SHEET (IEP)
School Age
Student Last Name Barber Student First Name Christine MI T

Student ID# DOB 09/13/2005
Age 12 Grade 2nd
Building SHU_Advanced_School Home District Seton Hill University
Student Address 1551 Grey Court Phone 7125560350
Leaderton, PA 18123
Primary Exceptionality Multiple Disabilities
Secondary Exceptionality Orthopedic Impairment
Primary Guardian Last Name Barber First Name Delores
Meeting Date for Current IEP 09/02/2018
Date of Last Implemented IEP
Last ER Date PSSA? Not Applicable
LRE: Inside the regular class 80 percent or more of the day
Amount of Special Itinerant - [01]
Education:
Type of Support: Learning Support
Add. Services and
Support:
Explanation of Extent: Christine will be fully included in the regular education classroom. She will only
leave the classroom for small group, intensive literacy intervention (daily).
Program Modifications and Specially Designed Instruction:

Description Location Frequency Duration
When presenting information: Seton Hill Daily 09/01/2019
University
Use frequent modeling
Use guided practice
Provide additional cues when following multi-step directions, as needed
Keep new information brief and to the point
Provide information in multiple ways: speak it, show it, and create
opportunities to physically work with it
Increase the meaningfulness of the material by providing examples

Allow Christine to "over-learn" material and complete many successful trials to work toward mastery Seton Hill Daily 09/01/2019
of skills. University
Extended time on reading assignments Seton Hill Daily 09/01/2019

University
Frequent, descriptive, positive feedback Seton Hill Daily 09/01/2019

University
Small group instruction in reading Seton Hill Daily, as 09/01/2019

University needed
Token Economy (such as a sticker chart) to encourage positive participation in both small and large Seton Hill Daily 09/01/2019
group settings University
Read aloud text, instructions, and tests Seton Hill Daily, as 09/01/2019
University needed
Related Services:
Type Location Frequency Duration
Seton Hill University
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
School Age

Student's Name: Christine T Barber
IEP Team Meeting Date (mm/dd/yyyy): 9/2/2018
IEP Implementation Date (Projected Date when Services and Programs Will Begin): 9/3/2018
Anticipated Duration of Services and Programs: 9/1/2019
Date of Birth: 9/13/2005
Age: 12
Grade: 2nd
Anticipated Year of Graduation: 2023
Local Education Agency (LEA): Seton Hill University
County of Residence: Luzerne County
Name and Address of Parent/Guardian/Surrogate:
Mrs. Delores C Barber Phone (Home): 7125560350 Email (Home): dbarber0350@home.iep
1551 Grey Court Phone (Work): 7125559350 Email (Work):
Leaderton, PA 18123 Phone (Cell):

Name and Address of Parent/Guardian/Surrogate:
Mr. Edwin E Barber Phone (Home): 7125560350 Email (Home): ebarber0350@home.iep
1551 Grey Court Phone (Work): 7124559350 Email (Work):
Leaderton, PA 18123 Phone (Cell):

May 2014 9/2/2018 Page 1 of 26

Christine T Barber , SHU56350
Other Information: Primary Disability Category: Specific Learning Disability (basic reading, reading fluency)
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
Date of Revision(s) Participants/Roles IEP Section(s) Amended

May 2014 9/2/2018 Page 2 of 26

IEP TEAM/SIGNATURES
The Individualized Education Program team makes the decisions about the student’s program and placement. The student’s parent(s), the student’s special education teacher, and a representative
from the Local Education Agency are required members of this team. Signature on this IEP documents attendance, not agreement.
Printed Name Role Signature
Edwin Barber Father
Delores Barber Mother
Lacey Weiner Resource Room Teacher
Jesus G Dennis Regular Education Teacher
Kenny Jones Local Ed. Agency Rep. (Chair)
Kate Fry School Psychologist
Chris Bobbles Principal

* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate.
** If the student is, or may be, participating in the regular education environment
*** As determined by the LEA as needed for transition services and other community services
****A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted.
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members:
Transfer of Rights at Age of Majority
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 years of age. Likewise, for purposes of the Individuals with Disabilities Education Act, the
age of majority is reached for students with disabilities when they reach 21 years of age.
May 2014 9/2/2018 Page 3 of 26

PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Procedural Safeguards Notice provides information about my rights, including the process for disagreeing
with the IEP. The school has informed me whom I may contact if I need more information.
Signature of Parent/Guardian/Surrogate:
May 2014 9/2/2018 Page 4 of 26

I. SPECIAL CONSIDERATIONS THE IEP TEAM MUST CONSIDER BEFORE DEVELOPING THE IEP. ANY FACTORS CHECKED AS "YES" MUST
BE ADDRESSED IN THE IEP.
Is the student blind or visually impaired?
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The IEP must include a description of the instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the student's reading and
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Yes
writing skills, needs, and appropriate reading and writing media (including an evaluation of the student's 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.
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No

Is the student deaf or hard of hearing?
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The IEP must include a communication plan to address the following: language and communication needs; opportunities for direct communications with peers and
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Yes
professional personnel in the student’s language and communication mode; academic level; full range of needs, including opportunities for direct instruction in the
student’s language and communication mode; and assistive technology devices and services. Indicate in which section of the IEP these considerations are addressed. The
Communication Plan must be completed and is available at www.pattan.net
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No

Does the student have communication needs?
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Student needs must be addressed in the IEP (i.e., present levels, specially designed instruction (SDI), annual goals, etc.)
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Yes
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No

Does the student need assistive technology devices and/or services?
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Student needs must be addressed in the IEP (i.e., present levels, specially designed instruction, annual goals, etc.)
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Yes
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No

Does the student have limited English proficiency?
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The IEP team must address the student’s language needs and how those needs relate to the IEP.
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Yes
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No

Does the student exhibit behaviors that impede his/her learning or that of others?
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The IEP team must develop a Positive Behavior Support Plan that is based on a functional assessment of behavior and that utilizes positive behavior techniques. Results of
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the functional assessment of behavior may be listed in the Present Levels section of the IEP with a clear measurable plan to address the behavior in the Goals and Specially
Designed Instruction sections of the IEP or in the Positive Behavior Support Plan if this is a separate document that is attached to the IEP. A Positive Behavior Support
Plan and a Functional Behavioral Assessment form are available at www.pattan.net
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No

Other
(specify):
May 2014 9/2/2018 Page 5 of 26

II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Include the following information related to the student:
• Present levels of academic achievement (e.g., most recent evaluation of the student, results of formative assessments, curriculum-based assessments, transition assessments,
progress toward current goals)
Christine is currently a first grade student in the St. Croix River Education District (SCRED). She is in Mr. Jesus Dennis' homeroom.
Christine was referred for services by her teacher, due to concerns she had about her reading performance. She currently reads 15 words
correct per minute out of first grade level text. The SCRED spring target for first grade students is 49 words correct per minute with an
expected growth rate of 1.36 words per week. Based on her evaluation, Christine presents as a student with a Specific Learning Disability in
the areas of basic reading and reading fluency, for which she will require additional support. For example, Christine will benefit from explicit
teaching with frequent modeling and guided practice, as well as enough repetition and practice with feedback to allow for her to master the
skills taught. Christine will likely also benefit from working in small groups to practice decoding skills, including vowel sounds, blends, and
sight word identification. She needs more practice on the phonemic awareness skill of segmenting words into sounds. She also needs to
practice reading easy text to build fluency. She will also benefit from accommodations and specially designed instruction to be consistently
implemented across all school settings in order to meet expectations and succeed.
Sources of Information for the Evaluation:
Evaluation Tool: Completed by: Date:

Review of Records School Psychologist 5/1/05
Classroom Observations SLD Teacher 5/1/05
School Psychologist 5/6/05
Information Processing Checklist Parent & Teacher 5/12/05
Teacher Interview School Psychologist 5/2/05
Parent Interview SLD Teacher 5/8/05
General Outcome Measures of Reading SLD Teacher
Review of Student Response to Intervention Student Support Team 5/25/05
A review of Christine's records was completed by the School Psychologist on 5/01/2005, and data from her kindergarten year indicate the
following:
Measure Date Actual Performance Expected Performance

Letter Naming Fluency September, 2003 5 20
Letter Sound Fluency November, 2003 0 7
Letter Sound Fluency January, 2004 1 16
May 2014 9/2/2018 Page 6 of 26

II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (Continued)
Letter Sound Fluency May, 2004 6 36
Nonsense Word Fluency May, 2004 5 33
In November 2004, Christine was referred to the problem-solving team. The team developed scientifically based interventions, and
monitored Christine’s progress in the area of reading.
Hypothesis: Christine is displaying difficulty with reading because she lacks adequate phonics skills.
**First Grade Data:
To meet Christine's needs in the first grade classroom, the team added an intervention time slot to her day, in addition to the core reading
program she receives in her general education classroom.
Intervention Group 1 (Tier 2):
Christine participated in a small group of 7 students receiving the teacher directed Peer Assisted Learning Strategies (PALS) program.
Christine participated in this group three days per week for 20 minutes each session. Her reading progress was monitored weekly on
Mondays by a classroom paraprofessional. This intervention was observed by the school psychologist on two occasions to ensure integrity of
the intervention. The team set a goal that by the end of May, 2018, Christine would read 49 WRC/minute.
Report of Progress:
The team met in January to review Christine’s progress and found that she was not on track to meet her goal. In January, she read 5 words
correct per minute while her goal was to read 20 words correct per minute to be on track to meet her goal in May. The team developed a
second intervention consisting of an alternate supplemental program in replacement of Teacher Directed PALS.
Intervention Group 2 (Tier 2):
May 2014 9/2/2018 Page 7 of 26

Christine participated in a small group of 5 students receiving instruction in Level 1 of the Phonics for Reading program. This group met 5
days per week for 30 minutes each session. The team maintained the goal of 49 WRC/min for Christine, and progress monitoring continued
following the previous schedule. The special education teacher observed the intervention session to ensure the program was implemented as
intended.
Report of Progress:
The team reviewed Christine’s academic progress over the course of the two interventions. Following the second intervention, Christine read
15 words correct per minute compared to her goal of 49 words correct per minute. A member of the team observed both interventions being
implemented and concluded that the interventions were delivered with integrity. The team determined that a referral to the Student Support
Team (SST) was necessary to evaluate whether Christine meets the criteria for a student presenting with a SLD in the area of reading.
** Teacher Input
Observational data and teacher report indicate that Christine’s rate of on-task behavior and accurate responding are increased when she learns
in a small group environment. In both small and large group settings, a motivational strategy such as a sticker chart is needed to maintain
expected rates of active participation and persistence. Teacher reports indicate that Christine does not consistently request assistance with
independent work when she needs it. Christine needs consistent and timely feedback on her independent work to ensure accurate progress.
She will need content area text above her reading skill level read to her so she is able to fully participate in this instruction. She may also
need additional time to complete reading assignments.
• Present levels of functional performance (e.g., results from a functional behavioral assessment, results of ecological assessments, progress toward current goals)
At this time, Christine's functional performance is age- and grade- appropriate. For example, she is not delayed in self-help skills. Christine is
popular with her peers and is able to make and maintain healthy friendships.
• Present levels related to current postsecondary transition goals if the student's age is 14 or younger if determined appropriate by the IEP team (e.g., results of formative
assessments, curriculum-based assessments, progress toward current goals)
Due to Christine's current age, transition goals are not applicable at this time.
• Parental concerns for enhancing the education of the student
May 2014 9/2/2018 Page 8 of 26

• Parental concerns for enhancing the education of the student
According to input received via an interview from Christine's parents on 8/14/2018, they report the following:
A review of Christine's health records indicates that she was born full term with an uncomplicated pregnancy and delivery. Christine’s
mother reports that she reached all developmental milestones within the normal range. Christine has not had any serious illnesses or injuries.
Her general health has been good.
Strengths:
- Strong social skills
- Love for school
- Physically fit - Soccer player
- Math calculation and problem solving
Weaknesses:
- Acquiring information
- Storing information
- Organizing information
- Expressing information
- Reading
• How the student's disability affects involvement and progress in the general education curriculum
Due to her disability, Christine requires research-based, intensive literacy intervention; small group, differentiated instruction, extended time
for processing and work completion, and other specially designed instruction consistently implemented in order for her to make adequate
progress on individualized learning goals and curriculum material.
•Strengths
- Strong social skills
- Love for school
- Physically fit - Soccer player
- Math calculation and problem solving
• Academic, developmental, and functional needs related to student's disability
Christine's needs are as follows:
May 2014 9/2/2018 Page 9 of 26

• Academic, developmental, and functional needs related to student's disability
* needs to improve in basic reading and reading fluency
*needs to improve sounding and blending skills
*needs to improve sight word automaticity
*retaining skills, concepts, and information
May 2014 9/2/2018 Page 10 of 26

III. TRANSITION SERVICES - This is required for students age 14 or younger if determined appropriate by the IEP team.
If the student does not attend the IEP meeting, the school must take other steps to ensure that the student’s preferences and interests are considered.
Transition services are a coordinated set of activities for a student with a disability that is designed to be within a results oriented process, that is focused on improving
the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post school activities, including postsecondary
education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community
participation that is based on the individual student’s needs taking into account the student’s strengths, preferences, and interests.
POST SCHOOL GOALS - Based on age appropriate assessment, define and project the appropriate measurable postsecondary goals that address education and training, employment, and
as needed, independent living. Under each area, list the services/activities and courses of study that support that goal. Include for each service/activity the location, frequency, projected
beginning date, anticipated duration, and person/agency responsible.
For students in Career and Technology Centers, CIP Code:
Postsecondary Education and Training Goal: Not applicable due to student's age Measurable Annual Goal
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Yes / No
(Document in Section V)
Courses of Study:
Service/Activity Location Frequency Projected Anticipated Person(s)/Agency
Beginning Date Duration Responsible

Employment Goal: Not applicable due to student's age Measurable Annual Goal
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Yes / No
Courses of Study:

May 2014 9/2/2018 Page 11 of 26

III. TRANSITION SERVICES (Continued)
Independent Living Goal, if appropriate: Not applicable due to student's age Measurable Annual Goal
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Yes / No
Courses of Study:

May 2014 9/2/2018 Page 12 of 26

IV. PARTICIPATION IN STATE AND LOCAL ASSESSMENTS
Instructions for IEP Teams:
Please select the appropriate assessment option. Information on available testing accommodations may be found in the Accommodations Guidelines available on www.education.state.pa.us.
State Assessments
Not Assessed
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No statewide assessment is administered at this student’s grade level
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No English proficiency assessment administered because the student is not an English Language Learner.
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PSSA (Math administered in grades 3-8; Science administered in grades 4 and 8; Reading administered in grades 3-8; Writing administered in grades 5 and 8; and ELA*)
Tested Subject Without With Accommodations to be Provided
Accommodations Accommodations
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Reading End of End of

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Math
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ELA* End of End of

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*ELA will replace the Reading and Writing PSSAs in 2014-15 for grades 3-8.
Keystone Exam (Replaces the 11th grade PSSA in high school; Student must participate by 11th grade)
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Algebra I End of End of

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Biology End of End of

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Keystone Project Based Assessment (Available when student is unable to demonstrate proficiency on a Keystone Exam or Keystone Exam module.)
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May 2014 9/2/2018 Page 13 of 26

IV. PARTICIPATION IN STATE AND LOCAL ASSESSMENTS (Continued)
Validated Local Assessment (Available when selected as option by LEA)
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Literature
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Biology
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PASA (Administered in grades 3-8, 11 for Reading and Math; Grades 4, 8, 11 for Science)
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Student will participate in the PASA.
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Explain why the student cannot participate in the PSSA or the Keystone Exam for Reading/Literature, Math/Algebra 1, Science/Biology, and Composition (The Composition exam will be
available for the 2016-17 school year):
Explain why the PASA is appropriate:
Choose how the student's performance on the PASA will be documented.
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Videotape (preferred method)
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Written narrative notes (requires prior approval in accordance with PDE guidance)
ACCESS for ELLs (Administered in grades K-12)
Domains Without With Unable to Accommodations to be Provided or Rationale for Inability to Participate in Selected Domains
Accommodations Accommodations Participate
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Writing
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Speaking

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May 2014 9/2/2018 Page 14 of 26

Alternate ACCESS for ELLs (Administered in grades 1-12)
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Student will participate in the Alternate ACCESS for ELLs.
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Explain why the student cannot participate in the ACCESS for ELLs:
Explain why the Alternate ACCESS for ELLs is appropriate:
Domains Without With Unable to Accommodations to be Provided or Rationale for Inability to Participate in Selected Domains

Accommodations Accommodations Participate
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Reading

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May 2014 9/2/2018 Page 15 of 26

Local Assessments
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Local assessment is not administered at this student's grade level; OR
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Student will participate in local assessments without accommodations; OR
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Student will participate in local assessments with the following accommodations; OR
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* Small group setting

* Extended time/additional breaks, as needed
* As long as permissible by testing guidelines, directions, test questions and prompts may be read aloud to Christine at her request, or as
deemed appropriate by the IEP team
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The student will take an alternate local assessment.
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Explain why the student cannot participate in the regular assessment:
Explain why the alternate assessment is appropriate:
May 2014 9/2/2018 Page 16 of 26

V. GOALS AND OBJECTIVES
Include, as appropriate, academic and functional goals. Use as many copies of this page as needed to plan appropriately. Specially designed instruction may be listed with each goal/objective or
listed in Section VI.
Short term learning outcomes are required for students who are gifted. The short term learning outcomes related to the student's gifted program may be listed under Goals or Short Term Objectives.
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
Given a passage of text at her current grade level (1) Christine will read Progress will be measured using oral Progress will be reported four
aloud at a rate of 35 wcpm with no more than 2 errors, in 3 out of 4 reading fluency assessments and teacher times per year, at the end of
opportunities administered biweekly, for a total of four trials per observation/anecdotal record. each quarter with district
quarter. report cards.
Note: According to Hasbrouck and Tindal Oral Reading Fluency Data,

a first grade student at the 50% tile would read 53 wcpm in the spring.
Report of Progress
Goal Specific SDI
SHORT TERM OBJECTIVES - Required for students with disabilities who take alternate assessments aligned to alternate achievement standards (PASA).
Short term objectives / Benchmarks Level of Achievement Method of Evaluation Report of Progress

May 2014 9/2/2018 Page 17 of 26

V. GOALS AND OBJECTIVES (Continued)
MEASURABLE ANNUAL GOAL Describe HOW the Describe WHEN

Include: Condition, Name, Behavior, and Criteria student's progress toward periodic
(Refer to Annotated IEP for description of these components) meeting this goal will be measured reports on
progress will be
provided to
parents
When presented with an independent task, Christine will demonstrate age-appropriate Progress will be measured using Progress will
skills in appropriately asking for assistance from a teacher and/or instructional aide in 3 teacher observation and anecdotal be reported
out of 4 trials. notes. four times per
year, at the
end of each
quarter with
district report
cards.
Report of Progress
Goal Specific SDI
The student should receive one (1), 15-minute lesson per month in the learning support classroom focused on explicit social skills instruction in
self-advocacy.

May 2014 9/2/2018 Page 18 of 26

V. GOALS AND OBJECTIVES (Continued)
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
When presented with high-frequency words and one-syllable decodable Progress will be measured using teacher Progress will be reported four
words (in word list or sentence form) including the following: observation, daily work, and a decoding times per year, at the end of
* common patterns survey. each quarter with district
report cards.
* blends
* digraphs
Christine will read the words by saying individual sounds and blending
them together with 80% accuracy, in 3 out of 4 opportunities
administered biweekly, for a total of four trials per quarter.
Report of Progress
Goal Specific SDI

May 2014 9/2/2018 Page 19 of 26

VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS
Include, as appropriate, for nonacademic and extracurricular services and activities.
A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION (SDI)
• SDI may be listed with each goal or as part of the table below.
• Include supplementary aids and services as appropriate.
• For a student who has a disability and is gifted, SDI also should include adaptations, accommodations, or modifications to the general education curriculum,
as appropriate for a student with a disability.
Modifications and SDI Location Frequency Projected Beginning Date Anticipated Duration
When presenting Seton Hill University Daily 9/3/2018 9/1/2019
information:
Use frequent
modeling
Use guided practice
Provide additional
cues when following
multi-step directions,
as needed
Keep new information

brief and to the point
Provide information in
multiple ways: speak
it, show it, and create
opportunities to
physically work with it
Increase the
meaningfulness of the
material by providing
examples
May 2014 9/2/2018 Page 20 of 26

VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS (Continued)
Modifications and SDI Location Frequency Projected Beginning Date Anticipated Duration
Allow Christine to "over- Seton Hill University Daily 9/3/2018 9/1/2019
learn" material and
complete many successful
trials to work toward
mastery of skills.
Extended time on reading Seton Hill University Daily 9/3/2018 9/1/2019
assignments
Frequent, descriptive, Seton Hill University Daily 9/3/2018 9/1/2019
positive feedback
Small group instruction in Seton Hill University Daily, as needed 9/3/2018 9/1/2019
reading
Token Economy (such as a Seton Hill University Daily 9/3/2018 9/1/2019
sticker chart) to encourage
positive participation in
both small and large group
settings
Read aloud text, Seton Hill University Daily, as needed 9/3/2018 9/1/2019
instructions, and tests
B. RELATED SERVICES - List the services that the student needs in order to benefit from his/her special education program.
Service Location Frequency Projected Beginning Date Anticipated Duration

May 2014 9/2/2018 Page 21 of 26

C. SUPPORTS FOR SCHOOL PERSONNEL - List the staff to receive the supports and the supports needed to implement the student's IEP.
School Personnel to Support Location Frequency Projected Beginning Date Anticipated Duration
Receive Support
Regular Education Assistance from the Seton Hill University At least twice per 9/3/2018 9/1/2019
Staff Special Education month
Team; Collaboration
to ensure that
academic progress is
being made and
Christine's needs are
being met
D. GIFTED SUPPORT SERVICES FOR A STUDENT IDENTIFIED AS GIFTED WHO ALSO IS IDENTIFIED AS A STUDENT WITH A DISABILITY - Support services are required
to assist a gifted student to benefit from gifted education (e.g., psychological services, parent counseling and education, counseling services, transportation to and from gifted programs to
classrooms in buildings operated by the school district).
None at this time.
E. EXTENDED SCHOOL YEAR (ESY) - The IEP team has considered and discussed ESY services, and determined that:
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Student IS eligible for ESY based on the following information or data reviewed by the IEP team:
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OR
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As of the date of this IEP, student is NOT eligible for ESY based on the following information or data reviewed by the IEP team:
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.
After reviewing the 7 factors outlined in Chapter 14.132(2), the IEP team determined that Christine does not require ESY services since
it is expected that she will be able to attain/maintain skills and behaviors relevant to IEP goals and objectives.

The Annual Goals and, when appropriate, Short Term Objectives from this IEP that are to be addressed in the student's ESY Program are:
May 2014 9/2/2018 Page 22 of 26

If the IEP team has determined ESY is appropriate, complete the following:
ESY Service to be Provided Location Frequency Projected Beginning Date Anticipated Duration

May 2014 9/2/2018 Page 23 of 26

VII. EDUCATIONAL PLACEMENT
A. QUESTIONS FOR IEP TEAM - The following questions must be reviewed and discussed by the IEP team prior to providing the explanations regarding participation with students without
disabilities.
It is the responsibility of each public agency to ensure that, to the maximum extent appropriate, students with disabilities, including those in public or private institutions or other care facilities,
are educated with students who are not disabled. Special classes, separate schooling or other removal of students with disabilities from the general educational environment occurs only when
the nature or severity of the disability is such that education in general education classes, EVEN WITH the use of supplementary aids and services, cannot be achieved satisfactorily.
• What supplementary aids and services were considered?
Both Supplemental and Itinerant Learning Support programs were considered. Additionally, specially designed instruction and
supplementary aids and services such as small group instruction, verbal and nonverbal prompts, praise and encouragement, and testing
accommodations were all considered.
• What supplementary aids and services were rejected?
The Supplemental Learning Support program was rejected.
• Explain why the supplementary aids and services will or will not enable the student to make progress on the goals and objectives (if applicable) in this IEP in the
general education class.
The Itinerant Learning Support program provides Christine with the specially designed instruction, including small group, intensive literacy
intervention, and small group instruction (in all subject areas) that she needs in order to make progress on goals and objectives, while also
fully including her in the general education curriculum. The Itinerant Learning Support program is the Least Restrictive Environment.
• What benefits are provided in the general education class with supplementary aids and services versus the benefits provided in the special education class?
Small group, intensive literacy intervention will help Christine make larger gains in that area. She needs to be taught at her instructional level.
Curriculum-based materials and teacher/peer interaction in the general education classroom will also enhance her learning. Christine will
benefit from small group instruction in all subject areas.
• What potentially beneficial effects and/or harmful effects might be expected on the student with disabilities or the other students in the class, even with supplementary aids and
services?
The benefits of this decision include larger expected gains in the area of reading, adequate progress toward individualized learning goals, and
appropriate social interaction for all students involved. No harmful effects are expected.
• To what extent, if any, will the student participate with nondisabled peers in extracurricular activities or other nonacademic activities?
All students are afforded the opportunity to participate in all extracurricular and nonacademic activities.
Explanation of the extent, if any, to which the student will not participate with students without disabilities in the regular education class:
Christine will be fully included in the regular education classroom. She will only leave the classroom for small group, intensive literacy
intervention (daily).
Explanation of the extent, if any, to which the student will not participate with students without disabilities in the general education curriculum:
Christine will fully participate in the general education curriculum.
May 2014 9/2/2018 Page 24 of 26

VII. EDUCATIONAL PLACEMENT (Continued)
B. Type of Support
1. Amount of special education supports
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Itinerant: Special education supports and services provided by special education personnel for 20% or less of the school day
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.
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Supplemental: Special education supports and services provided by special education personnel for more than 20% of the day but less than 80% of the school day
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Full-Time: Special education supports and services provided by special education personnel for 80% or more of the school day
End
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2. Type of special education supports
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Autistic Support
.
Gifted Support
.
Multiple Disabilities Support
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checked
End
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Blind or Visually Impaired Support Learning Support
.
Physical Support
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Deaf or Hearing Impaired Support Life Skills Support Speech and Language Support

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Emotional Support
C. Location of student's program
Name of School District where the IEP will be implemented: Seton Hill University
Name of School Building where the IEP will be implemented: SHU_Primary_School
Is this school the student’s neighborhood school (i.e., the school the student would attend if he/she did not have an IEP)?
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Yes
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.
No
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Special education supports and services required in the student's IEP cannot be provided in the neighborhood school
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.
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Other. Please explain:
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May 2014 9/2/2018 Page 25 of 26

VIII. PENNDATA REPORTING: Educational Environment (Complete either Section A or B; Select only one Educational Environment)
To calculate the percentage of time inside the regular classroom, divide the number of hours the student spends inside the regular classroom by the total number of hours in the school day (including
lunch, recess, study periods). The result is then multiplied by 100.
SECTION A: For Students Educated in Regular School Buildings with Nondisabled Peers - Indicate the percentage of time INSIDE the regular classroom for this student:
Time spent outside the regular classroom receiving services unrelated to the student's disability (e.g., time receiving ESL services) should be considered time inside the regular classroom.
Educational time spent in age-appropriate community-based settings that include individuals with and without disabilities, such as college campuses or vocational sites, should be counted as time
spent inside the regular classroom.
Calculation for this Student:
Column 1 Column 2 Calculation Indicate Percentage Percentage Category
Total hours the student Total hours in a typical (Hours inside regular classroom Section A: The percentage of Using the calculation result -
spends in the regular school day (including ÷ hours in school day) x 100 = % time student spends inside select the appropriate percentage category
classroom per day lunch, recess & study periods) (Column 1 ÷ Column 2) x 100 = % the regular classroom:
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.
INSIDE the Regular Classroom 80% or More of the Day
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6.00 6.50 (6.00 ÷ 6.50) x 100 = % 92.00% of the day

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INSIDE the Regular Classroom 79-40% of the Day
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.
INSIDE the Regular Classroom Less Than 40% of the Day
SECTION B: This section required only for Students Educated OUTSIDE Regular School Buildings for more than 50% of the day - select and indicate the Name of School or Facility
on the line corresponding with the appropriate selection: (If a student spends less than 50% of the day in one of these locations, the IEP team must do the calculation in Section A)
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Approved Private School (Non Residential) Other Public Facility (Non Residential)
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checked
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description
.
Approved Private School (Residential)
.
Hospital/Homebound
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description
.
Other Private Facility (Non Residential)
.
Correctional Facility
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Other Private Facility (Residential)
.
Out of State Facility
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Instruction Conducted in the Home
EXAMPLES for Section A: How to Calculate PennData – Educational Environment Percentages
Column 1 Column 2 Calculation Indicate Percentage
(Hours inside regular classroom ÷ hours in
Total hours the student spends in the Total hours in a typical school day Section A: The percentage of time student
school day) x 100 = %
regular classroom – per day (including lunch, recess & study periods) spends inside the regular classroom:
(Column 1 ÷ Column 2) x 100 = %
Example 1 5.5 6.5 (5.5 ÷ 6.5) x 100 = 85% 85% of the day (Inside 80% or More of Day)
Example 2 3 5 (3 ÷ 5) x 100 = 60% 60% of the day (Inside 79-40% of Day)
Example 3 1 5 (1 ÷ 5) x 100 = 20% 20% of the day (Inside less than 40% of Day)
For help in understanding this form, an annotated IEP is available on the PaTTAN website at www.pattan.net Type "Annotated Forms" in the Search feature on the website. If you do not have
access to the Internet, you can request the annotated form by calling PaTTAN at 800-441-3215.
May 2014 9/2/2018 Page 26 of 26

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SCHOOL AGE INDIVIDUALIZED EDUCATION PROGRAM COVER SHEET (IEP)

Student Last Name Barber Student First Name Christine MI T

Program Modifications and Specially Designed Instruction:

Use frequent modeling

Use guided practice

Provide additional cues when following multi-step directions, as needed

Keep new information brief and to the point

Increase the meaningfulness of the material by providing examples

Extended time on reading assignments Seton Hill Daily 09/01/2019

Frequent, descriptive, positive feedback Seton Hill Daily 09/01/2019

Small group instruction in reading Seton Hill Daily, as 09/01/2019

May 2014 9/2/2018 Page 1 of 26

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

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Evaluation Tool: Completed by: Date:

Measure Date Actual Performance Expected Performance

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* needs to improve in basic reading and reading fluency

*needs to improve sounding and blending skills

*needs to improve sight word automaticity

*retaining skills, concepts, and information

May 2014 9/2/2018 Page 10 of 26

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May 2014 9/2/2018 Page 12 of 26

Reading End of End of

Writing End of End of

ELA* End of End of

Algebra I End of End of

Literature End of End of

Biology End of End of

Algebra I End of End of

Literature End of End of

Biology End of End of

May 2014 9/2/2018 Page 13 of 26

Algebra I End of End of

Listening End of End of End of

Reading End of End of End of

May 2014 9/2/2018 Page 14 of 26

Domains Without With Unable to Accommodations to be Provided or Rationale for Inability to Participate in Selected Domains

Listening End of End of End of

Speaking End of End of End of

May 2014 9/2/2018 Page 15 of 26

* Small group setting

May 2014 9/2/2018 Page 16 of 26

MEASURABLE ANNUAL GOAL Describe HOW the Describe WHEN periodic

Note: According to Hasbrouck and Tindal Oral Reading Fluency Data,

May 2014 9/2/2018 Page 17 of 26

MEASURABLE ANNUAL GOAL Describe HOW the Describe WHEN

May 2014 9/2/2018 Page 18 of 26

MEASURABLE ANNUAL GOAL Describe HOW the Describe WHEN periodic

May 2014 9/2/2018 Page 19 of 26

Use guided practice

Keep new information

May 2014 9/2/2018 Page 20 of 26

Service Location Frequency Projected Beginning Date Anticipated Duration

May 2014 9/2/2018 Page 21 of 26

May 2014 9/2/2018 Page 22 of 26